VDOE T/TAC at VCU Behaviors… Everybody has them. Everybody needs them. BUT what do we do about them?

VDOE T/TAC at VCU

Cultural differences  Behavior –Self-stimulating behaviors & fixations –Transitions –Increase in behaviors = increase in stress –Difficulty waiting –Strong impulses –Uneven pattern –Excess anxiety ( Fear: pervasive feeling)

VDOE T/TAC at VCU Behavior is Communication

VDOE T/TAC at VCU Video

VDOE T/TAC at VCU Behavior is: An outward form of expression of an inward feeling or state It may be: –A response to a place, a person or lack of people, a request –An effort to counter or regulate an internal condition –An attempt to keep the brain stimulated or in equilibrium

VDOE T/TAC at VCU FORMINWARD STATE yelling I want to get out of this game. I want your attention. I don’t want to do this task; it’s confusing. I’m bored with this activity. hitting I want that item (i.e., her chair). I want to get out of this activity. I’ve done this 10 times today. grabbing I’m hungry! I want to take a turn. rocking I need to calm myself down. I’m on overload. I need a break.

VDOE T/TAC at VCU

Preventing Challenging Behavior Environment Routines Curriculum Student-Teacher Interactions

VDOE T/TAC at VCU Brainstorm 10 ways you prevent behaviors

VDOE T/TAC at VCU What you need to know Environment –Structure Routine –Procedures Curriculum –Zone of proximal development Student-Teacher Interactions –Praise –Effort Recognition –Classroom Supports

VDOE T/TAC at VCU Interpreting Behavior Define the context in which the behavior occurs –What’s going on in the child’s life? External events Internal events –What happens right before the behavior? –What happens right after the behavior?

VDOE T/TAC at VCU Internal or External Triggers? Boredom Non-preferred or difficult activities Repeated demands Repeated mistakes Loud, harsh corrections Tired Medication reaction Physical Management Transitions New or unfamiliar situations Sensory overload Unexpected changes Hungry Anxious about what I will do today Sick or hurt Janzen, J. (1996) Understanding the Nature of Autism p. 53. San Antonio, TX: Therapy Skill Builders

VDOE T/TAC at VCU Chain of events Setting event Antecedent Behavior Consequence Hungry > asked to do difficult task throws task> removed from activity

VDOE T/TAC at VCU Video

VDOE T/TAC at VCU Interpreting Behavior Identify the function of the behavior –What is the communicative intent of the behavior? What purpose does the serve?

VDOE T/TAC at VCU to obtain person, event, item, and/or sensory stimulation Behavior has an underlying function

VDOE T/TAC at VCU Behavior has an underlying function to escape person, event, item, and/or sensory stimulation

VDOE T/TAC at VCU Video

VDOE T/TAC at VCU Where people get confused People respond to the form of the behavior the way a behavior looks, what we observe happening Instead of the function the purpose the behavior serves

VDOE T/TAC at VCU Teaching Replacement Behavior Teach a new behavior that serves the same purpose as the challenging behavior Reinforce the new behavior

VDOE T/TAC at VCU Case Study Use information in case study to determine function of the child’s behavior.

VDOE T/TAC at VCU Realize that in lieu of teaching new behavior, you may want to offer a different location where the behavior may occur

VDOE T/TAC at VCU Challenging Hits Rocks Grabs Food Replacement Behavior  Does a non-preferred activity and then a preferred task  Has time in his schedule to sit in the rocking chair and read for 5 minutes  Uses PECS to ask for snack

VDOE T/TAC at VCU Reducing Challenging Behavior Counter or modify the setting events Alter the antecedents Alter the consequences Specify the adult’s role in a crisis

VDOE T/TAC at VCU How could you remove or counter these setting events? –Tired, hungry, worried, seated between two active children How could you remove or alter these antecedents? –Asked to do disliked task, hears the fire alarm, asked to stop a preferred activity

VDOE T/TAC at VCU How could the consequences be changed? behaviorconsequence function HitsTold to stopSeeking attention Throws workPut in time out Escaping task RockingTold to stopSeeking sensory stimulation

VDOE T/TAC at VCU Crisis Intervention A crisis intervention plan is based on agreed upon strategies to use during the escalation, peak, and de-escalation phases of a crisis

VDOE T/TAC at VCU 3 Phases of a Crisis Intervention (peak) Prevention Resolution (escalation)( de-escalation )

VDOE T/TAC at VCU Prevent EscalationIntervene at Peak Resolve to De- Escalate Be Brief, Seek Privacy, Validate the Feeling Focus on What to Do Instead Be Non- Confrontational Provide Emotional First Aid Explain Why to Stop Avoid the Reinforcing Consequence Give the Student Physical Space Remove the Victim or the Rest of the Class Provide Partial, Momentary Restraint Remove the Student from the Class Physically Intervene if trained, with permission, and documented Get the Student Back into the Flow of the Day ASAP Encourage Self- Calming Use Restitution (if it is Calming)

VDOE T/TAC at VCU Prevent EscalationIntervene at Peak Resolve to De- Escalate Refer to social story Stay calm, use few words, speak slowly Change the visual schedule Use visuals on the fly Use If…Then boards State the expectation Use a choice board Offer a break Give the Student Physical Space Remove the Victim or the Rest of the Class Provide Partial, Momentary Restraint Physically Intervene Remove the Student from the Class Get the Student Back into the Flow of the Day ASAP Encourage Self- Calming Use Restitution (if it is Calming)

VDOE T/TAC at VCU Involving Families Families say they want to celebrate the good things about their child Families say that they want to be able to disagree openly and reach a win-win solution They want a sense of ownership in the process by being asked to identify the behaviors and the priorities to address They want to be reassured that they did not cause the behavior They want a plan that is user friendly (Voorhees, 2001)